University of Oslo (UiO): FRITT (E-Journals)
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Was Alois Riegl Colour Blind?
No full textIn his formalist art history, Alois Riegl (1858-1905) focuses on figure and ground, light and dark, and tactile versus optical features. Strangely, he shows little interest in colour. Thus, in Stilfragen (1893) and in Spätrömische Kunstindustrie (1901) artefacts and monuments are discussed as if they were fashioned in black and white. Even when describing mosaics and book illuminations, Riegl refrains from mentioning specific colours. In connection with baroque painting (Die Entstehung der Barockkunst in Rom, 1908) the almost total lack of colour description is even more striking. Although Riegl may have found form to be more objective than colour, and he also relied heavily on black and white reproductions, another explanation for his exclusion of chromatic features could be that he did not see colour well. The article proposes that Riegl may have been among the 8-10 per cent of males who suffer from colour vision deficiency
Bokmelding
No full textMarianne Gullhaugen og Gunnfrid Ljones Øierud (Red.) Samarbeid mellom skole og kirke i et livssynsåpent samfunnIKO-Forlaget, 2021
Anmeldt av Eileen Beate Ulseth Rådgiver i kirkelig undervisning, Borg bispedømm
Marriage, Divorce and Mutual Indebtedness : Perspectives from Tajikistan
No full textThis article offers an original insight on the gift economy in Tajikistan. As long shown by the literature, ceremonial expenditures sustain social status and convey moral obligations and social order. In this context, we find that marriage breakdown sheds a new light on social cohesion and the sense of indebtedness in Tajik society. In the case studies provided, the material and symbolic meaning of marital breakdown is analysed from the perspective of divorced women. In the context of high ritual expenditure, we ask what are the effects of divorce (and more broadly, demarriage) on women’s perceptions of gender and marital roles in a context of economic crisis and mass male migration to Russia. Specifically, we are interested in the language of debt that shapes women’s discourses about their former marital bond, and how it disrupts the principles of the gift economy that derive from traditional gender and generational roles. In particular, the notion of debt allows divorced women to condemn their ex-in-laws’ failings towards them. The end of the marriage opens the way for the denunciation of broken promises, the expression of unfulfilled expectations and the breaking of marital, gender and collective obligations towards the spouse. While it brings with it a demand for recognition and social justice, it also expresses the contradictory tensions that run through society, its norms and the traditional social roles associated with conjugality.
Image credit J. Cleuzio
Lek i læreplanen i kroppsøving - historisk konseptualisering
No full textLek har fra Normalplan 1922 vært omtalt som en del av kroppsøvingsfaget i skolen, og som del av fornyelsen av faget i Kunnskapsløftet 2020 (LK20) skal lek vektlegges i større grad enn tidligere. Det finnes lite forskning om hvordan læreplanene omtaler lek og lekens plass i kroppsøvingsundervisningen. I det store tilfanget av lekteori ser det ut til å være enighet om noen kjennetegn ved leken, men det er til dels sterk uenighet om andre. Artikkelen undersøker på denne bakgrunn følgende problemstilling: Hvordan er lek konseptualisert i norske læreplaner i kroppsøving fra 1922 til og med Kunnskapsløftet 2020 (LK20)? Dette gjøres gjennom analyse av i hvilke kombinasjoner begrepet lek er brukt i de ulike læreplanene, og hvilke forventinger som skapes til lek, gjennom lekens retoriske funksjon. Med utgangspunkt i historisk konseptualisering Koselleck (1985) gjennomføres en nærlesning og analyse av læreplanene basert på «conceptually oriented criticism» (Jasinski, 2001a; 2001b). Resultatene viser at læreplanene skaper forventninger om at lek skal gi ulike typer bidrag i kroppsøving og at de ulike forventningene kan stå i ulike relasjoner til annet innhold og metoder i faget. Dette kan også forstås som et uttrykk for asymmetri. Selv om lek gjerne omtales som å ha egenverdi, er det i et historisk perspektiv de instrumentelle forventningene til lek som i størst grad blir retorisk synlig i læreplanene. Vi mener det er et behov for å diskutere lekbegrepet i kroppsøving og hva lek skal bidra med i faget. Videre er det også behov for mer forskning om hva som foregår i kroppsøving når lek er en del av undervisningen.This article discusses the historical conceptualisation of play, and the expectations that have been created through Norwegian curricula about the concept of play in physical education. The rhetorical function of concepts in the context of policy formulations is seen in the context of historical conceptualisation (Koselleck, 1985), where the aim is to shed light on how the meanings of concepts change over time and in different contexts. Conceptually oriented criticism was the starting point for the close reading and rhetorical analysis of the curricula from the Normalplan of 1922 up to the Knowledge Promotion reform of 2020 (LK20). The aim was to clarify the concept’s formation, and how the concept has developed and been conceptualised in the curricula. The results show how play has over time been expected to make different contributions to physical education, and the variation reflects an asymmetry in play’s different relationships with the curricular content and methods of the subject. Although play is often characterised as having intrinsic value, the analyses reveal the instrumental expectations towards play the Norwegian curricula for physical education. There is need for further discussions about the concept of play in physical education, and about what play should contribute to the subject. The study points to the need for further research on the role of play in physical education
Providing Professional Development for Physics Teachers through Participation in a Design-Based Research Project
No full textIn this study, we examine professional development among twelve upper secondary physics teachers who participated in a design-based research (DBR) project. The teachers were involved in developing and testing learning materials in modern physics, and attended workshops and seminars with peers, disciplinary experts, and physics education researchers. Through a qualitative analysis of four focus group interviews, we found that the teachers had experienced professional development (PD) in content knowledge and pedagogical content knowledge (PCK), gained confidence, and discovered a need for more PD regarding assessment of qualitative competence. The teachers talked about content knowledge as the most important knowledge and skills to be a good physics teacher, but also valued knowledge about student thinking and misconceptions. Content knowledge was mentioned as a prerequisite for PCK. Our results show how involving physics teachers in a DBR-project stimulated professional development in several areas and uncovered needs for continuing PD
La identidad reelaborada en Galíndez de Manuel Vázquez Montalbán
No full textLa identidad es constantemente construida a través del discurso. En este sentido, podemos hablar de una “identidad discursiva” y de una “identidad en práctica” para referirnos al proceso lingüístico que forma nuestra personalidad» (Kanno y Stuart 238). La investigación que hace Muriel Colbert sobre la desaparición de Jesús de Galíndez es una reelaboración de la personalidad de este personaje, en la cual los hechos objetivos, las impresiones subjetivas y la ficción se combinan tanto en lo discursivo como en la práctica. En este estudio, se analiza cómo esta novela presenta que la construcción de la identidad es una ficción cultural fruto del empleo del lenguaje (Sevilla-Vallejo 2017b 291). Muriel Colbert pretende desvelar cómo fueron los últimos momentos de aquel a quien considera su héroe, pero los testimonios que recibe, tanto en entrevistas como de documentos, están constantemente transformando la imagen que tenía hasta el momento. Y lo que es más interesante es cómo los hechos y la ficción acerca de Galíndez también afectan a la identidad de la investigadora y del resto de personas que entran en contacto con él. La complejidad y contradicción de Galíndez reflejan la misma complejidad política en la que vivió y el choque entre los deseos y la realidad de cada uno de los personajes. Galíndez nos invita a una reflexión crítica más allá de los datos que se ofrecen (Bodenmüller 75) y a la búsqueda de la verdadera identidad en un contexto donde predomina la mentira y la ocultación.Identity is constantly constructed through discourse. In this sense, we can speak of a “identity-in-discursive” and of an “identity-in-practice” to refer to the linguistic process that forms our personality (Kanno and Stuart 238). Muriel Colbert's investigation into the disappearance of Jesús de Galíndez is a reworking of this character's personality, in which objective facts, subjective impressions and fiction are combined both in-discursive and in-practice. In this study, it is analyzed how this novel presents that the construction of identity is a cultural fiction resulting from the use of language (Sevilla-Vallejo 2017b 291). Muriel Colbert intends to reveal what the last moments of the one she considers her hero were like, but the testimonies she receives, both in interviews and in documents, are constantly transforming the image she had up to that moment. And what is more interesting is how facts and fiction about Galíndez also affect the identity of the researcher and the other people who come into contact with him. Galíndez's complexity and contradiction reflect the same political complexity in which he lived and the clash between the desires and the reality of each of the characters. Galíndez invites us to a critical reflection beyond the data offered (Bodenmüller 75) and to the search for true identity in a context where lies and concealment predominate
Syrien genfortalt
No full textDen syriske tv-serie Haris al-Quds (Jerusalems vogter) fortæller historien om Hilarion Capucci (1922-2017), den kontroversielle syriskfødte ærkebiskop i Jerusalem, som var aktiv i den palæstinensiske modstandskamp. Serien illustrerer samtidig, hvordan den syriske stat forsøger at genfortælle Syrien som progressivt, anti-imperialistisk og religiøst tolerant
The presentation of the plague of 749/1348 and the fitna of 762/1361 by the Damascene scholar Ibn Kathîr
No full textTwo of Ibn Kathîr’s detailed reports are analysed as stories and the aim is to identify the message he wants to transmit through them. The focus is on Ibn Kathîr’s narrative techniques and a connection is drawn to Hayden White’s archetypes of stories
Religion og livssyn som begreper i LK20: Utforsking som strategi for å åpne begrepene
No full textIn this article we investigate how the terms “religion” and “worldviews” (Norw. livssyn) are used in the new national curricula from 2020 and ask: How to avoid simplified presentations and ways to allow students to explore the phenomena of religion and worldviews as complex historical and present negotiated phenomena? Our reading of the curriculum plans reveals occasional instances of essentializing language and a continuation of privileged positions of Christianity (in the shape of the Norwegian “version”) as religion, but also of the secular humanist worldview (in the shape of its Norwegian history), as worldview. We detect a certain tension to ideals also expressed in the curricula, of open exploration of the phenomena. In this article we discuss why essentialization and privileging of certain traditions can be seen as problematic, but also suggest pragmatic solutions related to ways of theorizing about these core concepts which can pave the way for non-essentialising open approaches in practical teaching and learning. We argue for an exploratory approach to the study of religion and worldviews in schools, as a strategy for opening up the concepts of religion and worldviews to students, in accordance with intentions in core element 2 in the new curricula, which is to explore religion and worldviews with varied methods.
Keywords: Religious education, religion, worldview, enquiry-based approach, non-binary worldviews, interpretive approach, RE-searchers, non-essentialist religion, open and closed conceptsI denne artikkelen undersøker vi hvordan begrepene «religion» og «livssyn» brukes til å beskrive studieobjektet i de nye læreplanene fra 2020 og spør: Hvordan kan man unngå forenklede fremstillinger, og hvordan kan man la elever møte religioner og livssyn som komplekse historiske og nåtidige forhandlede fenomener? I vår lesning av læreplanene finner vi tilfeller av essensialisert språkbruk samt en videreføring av privilegerte posisjoner for kristendom (i norsk versjon) innenfor religionsbegrepet, og livssynshumanisme (i norsk versjon) for livssynsbegrepet. Dette står i et spenningsforhold til idealer om åpen utforsking av fenomenene, som også er uttrykt i planene. Vi diskuterer videre hvorfor essensialisering og priviligering av visse tradisjoner kan sees på som problematisk, og foreslår pragmatiske løsninger knyttet til teoretisering av begrepene som vi håper kan bane vei for ikke-essensialistisk og åpen utforsking av religion og livssyn i praktisk undervisning. Vi argumenterer for en utforskende tilnærming til studiet av religion og livssyn i skolen, som en strategi for å åpne opp begrepene for elevene, i tråd med intensjonen i kjerneelement 2 i nye læreplaner: utforsking av religioner og livssyn med ulike metoder.
Nøkkelord: KRLE, Religion og etikk, religion, livssyn, utforsking, ikke-binære livssyn, ikke-essensialistisk religionsbegrep, LK20, didaktiske ressurser, fortolkende tilnærming, RE-searchers, åpne og lukkede begrepe